Search (125 results, page 1 of 7)

  • × theme_ss:"Computer Based Training"
  • × type_ss:"a"
  • × year_i:[1990 TO 2000}
  1. Stachelsky, F. von: Lernen auf Distanz (1994) 0.03 
    0.03208051 = product of:
  0.06416102 = sum of:
    0.060400415 = weight(_text_:von in 349) [ClassicSimilarity], result of:
      0.060400415 = score(doc=349,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.47163114 = fieldWeight in 349, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.125 = fieldNorm(doc=349)
    0.003760605 = product of:
      0.011281814 = sum of:
        0.011281814 = weight(_text_:a in 349) [ClassicSimilarity], result of:
          0.011281814 = score(doc=349,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.20383182 = fieldWeight in 349, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.125 = fieldNorm(doc=349)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Type
    a
  2. Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998) 0.03 
    0.030032966 = product of:
  0.060065933 = sum of:
    0.026425181 = weight(_text_:von in 2353) [ClassicSimilarity], result of:
      0.026425181 = score(doc=2353,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.20633863 = fieldWeight in 2353, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2353)
    0.03364075 = product of:
      0.05046112 = sum of:
        0.004935794 = weight(_text_:a in 2353) [ClassicSimilarity], result of:
          0.004935794 = score(doc=2353,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.089176424 = fieldWeight in 2353, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2353)
        0.045525327 = weight(_text_:22 in 2353) [ClassicSimilarity], result of:
          0.045525327 = score(doc=2353,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.2708308 = fieldWeight in 2353, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2353)
      0.6666667 = coord(2/3)
  0.5 = coord(2/4)
    Abstract
    Moderne Lehr-Lern-Technologien führen zu weitreichenden Veränderungen im Bildungswesen. Gleichzeitig wirft ihr einsatz neue fragen auf, z.B. hinsichtlich des hohen Erstellungs- und Pflegeaufwandes sowie planerisch-organisatorischer Probleme in den Hochschulen. Anknüpfend an die HRK-Empfehlungen werden insbesondere folgende Fragen aufgegriffen: Information über verfügbare Lehrprogramme; die Rolle von Rechen-/Medienzentren und Bibliotheken; die inhaltliche Verantwortung der Fachbereiche; sinnvolle Einstiegsfelder medialer Lehrangebote; Kooperation und Wettbewerb zwischen den Hochschulen; Erweiterung der Entscheidungs- und Handlungsautonomie der Hochschulen; finanzierungsbedingungen und Anreize für die Erstellung medialer Lehrprogramme. Zusammenfassend ist darauf hinzuweisen, daß Medienlehre hohe Potentiale für das Selbstlernen und die Anpassung an individuelle Lernbedingungen enthält, die konkrete Umsetzung jedoch neue realistische Konzepte erfordert
    Source
    Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21
    Type
    a
  3. Yetim, F.: Zur Transparenz wissensbasierter Systeme : Trends und Stand der Forschung bei Erklärungskomponenten (1994) 0.03 
    0.027868655 = product of:
  0.05573731 = sum of:
    0.05338693 = weight(_text_:von in 8037) [ClassicSimilarity], result of:
      0.05338693 = score(doc=8037,freq=4.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.416867 = fieldWeight in 8037, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.078125 = fieldNorm(doc=8037)
    0.002350378 = product of:
      0.007051134 = sum of:
        0.007051134 = weight(_text_:a in 8037) [ClassicSimilarity], result of:
          0.007051134 = score(doc=8037,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.12739488 = fieldWeight in 8037, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=8037)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Erklärungskomponenten gehören zu pragmatischen Komponenten von wissensbasierten Systemen und dienen dazu, den Systemnutzern das Systemverhalten transparent zu machen. Die Forschungsarbeiten zur Entwicklung von Erklärungskomponenten zeigen mittlerweile beachtliche Fortschritte. Folgender Beitrag gibt eine Übersicht über aktuelle Entwicklungen und zeigt Forschungstrends, aber auch Defizite auf
    Type
    a
  4. Homann, B.: ¬Der Wandel des universitären Lehr- und Lernkontextes durch Multimedia : Eindrücke und Folgerungen von der 'Learntec98' (1998) 0.02 
    0.024060382 = product of:
  0.048120763 = sum of:
    0.04530031 = weight(_text_:von in 830) [ClassicSimilarity], result of:
      0.04530031 = score(doc=830,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.35372335 = fieldWeight in 830, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.09375 = fieldNorm(doc=830)
    0.002820454 = product of:
      0.008461362 = sum of:
        0.008461362 = weight(_text_:a in 830) [ClassicSimilarity], result of:
          0.008461362 = score(doc=830,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.15287387 = fieldWeight in 830, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.09375 = fieldNorm(doc=830)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Type
    a
  5. Ratzek, W.: Computer Based Training in der Bildungsarbeit : Vom programmierten Lernen bis zum Lernen im Netz (1997) 0.02 
    0.022294924 = product of:
  0.044589847 = sum of:
    0.042709544 = weight(_text_:von in 5823) [ClassicSimilarity], result of:
      0.042709544 = score(doc=5823,freq=4.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.3334936 = fieldWeight in 5823, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0625 = fieldNorm(doc=5823)
    0.0018803024 = product of:
      0.005640907 = sum of:
        0.005640907 = weight(_text_:a in 5823) [ClassicSimilarity], result of:
          0.005640907 = score(doc=5823,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.10191591 = fieldWeight in 5823, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=5823)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Ausbildung, kontinuierliche Weiterbildung und praktische Erfahrungen schaffen eine solide Grundlage für die Bewältigung von Wandlungsprozessen. Um den Anforderungen des Wandels gerecht zu werden, sind jedoch Anpassungsangebote notwendig. Die Präsenzangebote in Form von Inhouse-Trainingsprogrammen werden heute immer häufiger durch das Lernmedium Computer verdrängt. Auf diese Weise können durch individuelles Training bei freier Zeiteinteilung Defizite kompensiert werden. Die Vorteile beider Strategien führen zum Thema Lernen im Netz. Hierzu werden in diesem Beitrag einige wichtige Entwicklungslinien nachgezeichnet
    Type
    a
  6. Hartge, T.: Weiterbildung : Multimedia mit gestärktem Selbstbewußtsein (1994) 0.02 
    0.020050319 = product of:
  0.040100638 = sum of:
    0.03775026 = weight(_text_:von in 8790) [ClassicSimilarity], result of:
      0.03775026 = score(doc=8790,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.29476947 = fieldWeight in 8790, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.078125 = fieldNorm(doc=8790)
    0.002350378 = product of:
      0.007051134 = sum of:
        0.007051134 = weight(_text_:a in 8790) [ClassicSimilarity], result of:
          0.007051134 = score(doc=8790,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.12739488 = fieldWeight in 8790, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=8790)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Deutlich an Profil gewonnen haben Anbieter multimedialer Lern- und Informationssysteme, die insbesondere der Karriere des Datenträgers CD-ROM wichtige neue Impulse verdanken. Auf der Bildungsmesse Qualifikation in Hannover, organisiert von der Deutschen Messe AG (Hannover) und dem Verband Berufliche Qualifizierung e.V. (Rodgau), zeigten Entwickler, Produzenten und Vertriebsfirmen zahlreiche Programme mit zum Teil überraschenden Lösungen
    Type
    a
  7. Hartge, T.: Vernetzte Lernwelten : Versuche und Erfolge des TeleLearnings (1996) 0.02 
    0.020050319 = product of:
  0.040100638 = sum of:
    0.03775026 = weight(_text_:von in 3498) [ClassicSimilarity], result of:
      0.03775026 = score(doc=3498,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.29476947 = fieldWeight in 3498, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.078125 = fieldNorm(doc=3498)
    0.002350378 = product of:
      0.007051134 = sum of:
        0.007051134 = weight(_text_:a in 3498) [ClassicSimilarity], result of:
          0.007051134 = score(doc=3498,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.12739488 = fieldWeight in 3498, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=3498)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Vom komentenhaften Erfolg des Internet profitierte im letzten Jahr auch das Tele-Lernen. Doch obwohl zahlreiche neue Pilotprojekte das Potential von Computer und Telekommunikation für Lernzwecke ausloten wollen, ist nicht zu übersehen, daß bislang nur wenigen Modellen der Übergang zum Dauerbetrieb gelang
    Type
    a
  8. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.01 
    0.014417464 = product of:
  0.057669856 = sum of:
    0.057669856 = product of:
      0.08650478 = sum of:
        0.008461362 = weight(_text_:a in 8110) [ClassicSimilarity], result of:
          0.008461362 = score(doc=8110,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.15287387 = fieldWeight in 8110, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.09375 = fieldNorm(doc=8110)
        0.078043416 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
          0.078043416 = score(doc=8110,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.46428138 = fieldWeight in 8110, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.09375 = fieldNorm(doc=8110)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Source
    Multimedia today. 3(1995) no.1, S.18-22
    Type
    a
  9. Schmidhäusler, F.J.: Training ist (fast) alles : über Multimedia-Entwicklungssoftware (1996) 0.01 
    0.014035223 = product of:
  0.028070446 = sum of:
    0.026425181 = weight(_text_:von in 4373) [ClassicSimilarity], result of:
      0.026425181 = score(doc=4373,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.20633863 = fieldWeight in 4373, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0546875 = fieldNorm(doc=4373)
    0.0016452647 = product of:
      0.004935794 = sum of:
        0.004935794 = weight(_text_:a in 4373) [ClassicSimilarity], result of:
          0.004935794 = score(doc=4373,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.089176424 = fieldWeight in 4373, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=4373)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Wenn man Presseveröffentlichungen als Basis nimmt, so deckt die Bezeichnung 'Multimedia' einen Bereich ab, der von der Spiele-CD-ROM über multimediale Shows und das Video-Document-Conferencing bis hin zum Internet und zum interaktiven Fernsehen reicht. Manche Experten betrachten zwar das Computer-Based-Training (CBT) als eine der zentralen Anwendungen im Bereich Multimedia, aber schaut man sich einmal die Anwendungen an, die aus der Sicht der Anbieter 'Zielmärkte' sind, so trifft man meist auf Begriffe wie Präsentation, Werbung, Verkaufsförderung, Unternehmenskommunikation und Schulung. Zu einer Definition oder Abgrenzung sind solche Schlagworte wertlos. Eine klare Definition ist aber unbedingt erforderlich, wenn es um die Anschaffung entsprechender Multimedia-Entwicklungs-Software geht
    Type
    a
  10. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.01 
    0.012874852 = product of:
  0.051499408 = sum of:
    0.051499408 = product of:
      0.07724911 = sum of:
        0.012212924 = weight(_text_:a in 3061) [ClassicSimilarity], result of:
          0.012212924 = score(doc=3061,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.22065444 = fieldWeight in 3061, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=3061)
        0.065036185 = weight(_text_:22 in 3061) [ClassicSimilarity], result of:
          0.065036185 = score(doc=3061,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.38690117 = fieldWeight in 3061, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.078125 = fieldNorm(doc=3061)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Abstract
    Discusses briefly the application of hypertext in library user training with particular reference to a specific hypertext based tutorial designed to teach library school students the basics knowledge of abstracts and abstracting process
    Date
    27. 1.1996 18:22:06
    Type
    a
  11. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.01 
    0.010299881 = product of:
  0.041199524 = sum of:
    0.041199524 = product of:
      0.061799284 = sum of:
        0.009770338 = weight(_text_:a in 547) [ClassicSimilarity], result of:
          0.009770338 = score(doc=547,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.17652355 = fieldWeight in 547, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=547)
        0.052028947 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
          0.052028947 = score(doc=547,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.30952093 = fieldWeight in 547, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=547)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Abstract
    Although hundreds of undergraduate students receive library instruction when their instructors arrange for a class tour or bibliographic instruction session, thousands of other students do not. Describes the planning process that took place in the development of a cross platform interactive multimedia instruction program designed to be accessible to students with diverse information literacy skills. Covers the merits and limitations of several authoring software packages and offers some guidelines concerning time requirements
    Date
    27.11.1995 17:07:22
    Type
    a
  12. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.01 
    0.010299881 = product of:
  0.041199524 = sum of:
    0.041199524 = product of:
      0.061799284 = sum of:
        0.009770338 = weight(_text_:a in 3618) [ClassicSimilarity], result of:
          0.009770338 = score(doc=3618,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.17652355 = fieldWeight in 3618, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=3618)
        0.052028947 = weight(_text_:22 in 3618) [ClassicSimilarity], result of:
          0.052028947 = score(doc=3618,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.30952093 = fieldWeight in 3618, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3618)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Abstract
    Demonstrates a new method of providing networked computer assisted learning to avoid the pitfalls of traditional methods. This was achieved using Web pages enhanced with Java applets, MPEG video clips and Dynamic HTML
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
    Type
    a
  13. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.01 
    0.010299881 = product of:
  0.041199524 = sum of:
    0.041199524 = product of:
      0.061799284 = sum of:
        0.009770338 = weight(_text_:a in 3619) [ClassicSimilarity], result of:
          0.009770338 = score(doc=3619,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.17652355 = fieldWeight in 3619, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=3619)
        0.052028947 = weight(_text_:22 in 3619) [ClassicSimilarity], result of:
          0.052028947 = score(doc=3619,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.30952093 = fieldWeight in 3619, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3619)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
    Type
    a
  14. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.01 
    0.010299881 = product of:
  0.041199524 = sum of:
    0.041199524 = product of:
      0.061799284 = sum of:
        0.009770338 = weight(_text_:a in 3620) [ClassicSimilarity], result of:
          0.009770338 = score(doc=3620,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.17652355 = fieldWeight in 3620, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=3620)
        0.052028947 = weight(_text_:22 in 3620) [ClassicSimilarity], result of:
          0.052028947 = score(doc=3620,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.30952093 = fieldWeight in 3620, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0625 = fieldNorm(doc=3620)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
    Type
    a
  15. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.01 
    0.009232819 = product of:
  0.036931276 = sum of:
    0.036931276 = product of:
      0.055396914 = sum of:
        0.009871588 = weight(_text_:a in 1400) [ClassicSimilarity], result of:
          0.009871588 = score(doc=1400,freq=8.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.17835285 = fieldWeight in 1400, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1400)
        0.045525327 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
          0.045525327 = score(doc=1400,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.2708308 = fieldWeight in 1400, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1400)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Abstract
    Describes how librarians at the Louise M. Darling Biomedical Library, California University Los Angeles (UCLA), developed a library user training programme, based on computer assisted instruction, for the 800 to 900 undergraduate biology students per year who enrol in the department's basic, compulsory, introductory course. Compares the effectiveness of computer assisted instruction with the lecture method, using a range of techniques, including a follow up survey. Concludes that computer assisted instruction in combination with the laboratory manual is an effective and user friendly way of offering user training
    Date
    13. 7.1998 22:01:14
    Type
    a
  16. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.01 
    0.0090123955 = product of:
  0.036049582 = sum of:
    0.036049582 = product of:
      0.054074373 = sum of:
        0.008549047 = weight(_text_:a in 3588) [ClassicSimilarity], result of:
          0.008549047 = score(doc=3588,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.1544581 = fieldWeight in 3588, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=3588)
        0.045525327 = weight(_text_:22 in 3588) [ClassicSimilarity], result of:
          0.045525327 = score(doc=3588,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.2708308 = fieldWeight in 3588, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=3588)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Abstract
    Focuses upon the needs of teachers for training and support for the development of Web-based courses. Using 6 Web-based courses as the focus of the project, the development of the courses is documented from a teacher / developer's point of view. The outcomes of the project will assist in the planning and development of future Web-based courses by the New England Institute of TAFE, Australia
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
    Type
    a
  17. Wood, F.; Ford, N.; Miller, D.; Sobczyk, G.; Duffin, R.: Information skills, searching behaviour and cognitive styles for student-centred learning : a computer-assisted learning approach (1996) 0.01 
    0.0077249105 = product of:
  0.030899642 = sum of:
    0.030899642 = product of:
      0.046349462 = sum of:
        0.007327754 = weight(_text_:a in 4341) [ClassicSimilarity], result of:
          0.007327754 = score(doc=4341,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.13239266 = fieldWeight in 4341, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=4341)
        0.039021708 = weight(_text_:22 in 4341) [ClassicSimilarity], result of:
          0.039021708 = score(doc=4341,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = queryNorm
            0.23214069 = fieldWeight in 4341, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=4341)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    Abstract
    Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satisfaction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were developed for three departments. The effectiveness of the packages were evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared. About 2/3 of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effective strategies
    Source
    Journal of information science. 22(1996) no.2, S.79-92
    Type
    a
  18. Turner, A.: Computer-assisted-instruction in academic libraries (1990) 0.00 
    0.0013295747 = product of:
  0.005318299 = sum of:
    0.005318299 = product of:
      0.015954897 = sum of:
        0.015954897 = weight(_text_:a in 2979) [ClassicSimilarity], result of:
          0.015954897 = score(doc=2979,freq=4.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.28826174 = fieldWeight in 2979, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.125 = fieldNorm(doc=2979)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    Type
    a
  19. Steeples, C.: ¬A computer-mediated learning enviroment for adult learners : supporting collaboration and self-direction (1993) 0.00 
    0.0013139014 = product of:
  0.0052556056 = sum of:
    0.0052556056 = product of:
      0.015766816 = sum of:
        0.015766816 = weight(_text_:a in 514) [ClassicSimilarity], result of:
          0.015766816 = score(doc=514,freq=10.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.28486365 = fieldWeight in 514, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=514)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    Abstract
    Describes a hypermedia system structured as knowledge construction tools for supporting knowledge construction activities and the required intellectual processes. Describes JITOL, a powerful computer mediated communication environment to support distance learning. The system supports communal access and contribution to a hypermedia knowledge base
    Type
    a
  20. Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995) 0.00 
    0.0012437033 = product of:
  0.004974813 = sum of:
    0.004974813 = product of:
      0.014924439 = sum of:
        0.014924439 = weight(_text_:a in 4789) [ClassicSimilarity], result of:
          0.014924439 = score(doc=4789,freq=14.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.26964417 = fieldWeight in 4789, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=4789)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    Abstract
    Outlines a systematic instructional design model for developing a multimedia computer assisted instruction (CAI) courseware. The model illustrates roles and tasks as 2 dimensions necessary in a CAI production teamwork. Presents 4 major components of the process: analysis; design, development; and revision and evaluation. Identifies 8 roles that go with each component skills. Concludes that the model will be usefull in serving as a framework for developing a multimedia CAI courseware for rducators, instructional designers and CAI industry developers
    Type
    a

Authors

Languages

  • e 100
  • d 25

Themes